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Books on the topic 'Social Cognitive Domain Theory'

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Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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1

Heider, Fritz. Balance theory. München-Weinheim: Psychologie Verlags Union, 1988.

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2

Peverelli, Peter J. Cognitive space: A social cognitive approach to Sino-Western cooperation. Delft: Eburon, 2000.

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3

Diederick, Raven, Vucht Tijssen Lieteke van, and Wolf Jan de, eds. Cognitive relativism and social science. New Brunswick, N.J: Transaction Publishers, 1992.

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4

Minati, Gianfranco. Emergence in Complex, Cognitive, Social, and Biological Systems. Boston, MA: Springer US, 2002.

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5

Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, N.J: Prentice-Hall, 1986.

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6

Potter, W. James. Theory of media literacy: A cognitive approach. Thousand Oaks, Calif: SAGE Publications, 2004.

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7

Robert, Joule, ed. A radical dissonance theory. London: Taylor & Francis, 1996.

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8

Liaisons: Philosophy meets the cognitive and social sciences. Cambridge, Mass: MIT Press, 1992.

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9

Harmon-Jones, Eddie, and Judson Mills, eds. Cognitive dissonance: Progress on a pivotal theory in social psychology. Washington: American Psychological Association, 1999. http://dx.doi.org/10.1037/10318-000.

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10

Information dynamics in cognitive, psychological, social, and anomalous phenomena. Dordrecht: Kluwer Academic Publishers, 2004.

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11

Congresso italiano di sistemica (2nd 2001 Trento, Italy). Emergence in complex, cognitive, social, and biological systems. New York: Kluwer Academic/Plenum, 2002.

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12

Creating social orientation through language: A socio-cognitive theory of situated social meaning. Amsterdam: John Benjamins Publishing Company, 2015.

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13

The construction of negotiated meaning: A social cognitive theory of writing. Carbondale: Southern Illinois University Press, 1994.

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14

Millman, Zeeva. Integrating attribution theory, social cognitive theory, and training in self-talk to enhance job search behavior. Ottawa: National Library of Canada = Bibliothèque nationale du Canada, 1995.

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15

Erkenntnis und Kritik: Zeitgenössische Positionen. Bielefeld: Transcript, 2009.

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16

Tiefel, Thomas. Von der Offenen in die Abstrakte Gesellschaft: Ein interdisziplinärer Entwurf. Berlin: Duncker & Humblot, 2003.

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17

The self-organizing social mind. Cambridge, Mass: MIT Press, 2010.

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18

Lay epistemics and human knowledge: Cognitive and motivational bases. New York: Plenum Press, 1989.

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19

Bernard, Reber, and Brossaud Claire, eds. Digital cognitive technologies: Epistemology and knowledge society. Hoboken, NJ: John Wiley & Sons, 2009.

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20

Vissers, Constance Th W. M., and Daan Hermans. Social-Emotional Problems in Deaf and Hard-of-Hearing Children from an Executive and Theory-of-Mind Perspective. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0020.

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The implications of a hearing loss can go far beyond the linguistic domain. Several studies have revealed that deaf and hard-of-hearing children are at risk in their social-emotional development. This chapter argues that executive functions and theory of mind are two central underlying cognitive factors in people’s social-emotional functioning. We briefly review what is currently known about executive functioning and theory-of-mind development in deaf and hard-of-hearing children and adolescents and then present a cognitive model with a central role for inner speech in relation to executive functioning and theory of mind. We hypothesize that inner speech both enables and urges the regulation of oneself (executive function) and also the mentalization of one’s own and others’ inner worlds (theory of mind). We discuss the implications for assessing and treating social-emotional problems in deaf and hard-of-hearing children and adolescents.
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21

Oakes, Lisa M., and David H. Rakison. Developmental Cascades. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780195391893.001.0001.

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Children take their first steps, produce their first words, and become able to solve many new problems seemingly overnight. Yet, each change reflects many other previous developments that occurred in the whole child across a range of domains, and each change, in turn, will provide opportunities for future development. This book proposes that all change can be explained in terms of developmental cascades such that events that occur at one point in development set the stage, or cause a ripple effect, for the emergence or development of different abilities, functions, or behaviors at another point in time. The authors argue that these developmental cascades are influenced by different kinds of constraints that do not have a single foundation: They may originate from the structure of the child’s nervous system and body, the physical or social environment, or knowledge and experience. These constraints occur at multiple levels of processing and change over time, and both contribute to developmental cascades and are the product of them. The book presents an overview of this developmental cascade perspective as a general framework for understanding change throughout the lifespan, although it is applied primarily to cognitive development in infancy. The book also addresses how a cascade approach obviates the dichotomy between domain-general and domain-specific mechanisms. The framework is applied in detail to three domains within infant cognitive development—namely, looking behavior, object representations, and concepts for animacy—as well as two domains unrelated to infant cognition (gender and attachment).
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22

Walker, Stephen G., and Mark Schafer. Operational Code Theory: Beliefs and Foreign Policy Decisions. Oxford University Press, 2018. http://dx.doi.org/10.1093/acrefore/9780190846626.013.411.

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The process of foreign policy decision making is influenced in large part by beliefs, along with the strategic interaction between actors engendered by their decisions and the resulting political outcomes. In this context, beliefs encompass three kinds of effects: the mirroring effects associated with the decision making situation, the steering effects that arise from this situation, and the learning effects of feedback. These effects are modeled using operational code analysis, although “operational code theory” more accurately describes an alliance of attribution and schema theories from psychology and game theory from economics applied to the domain of politics. This “theory complex” specifies belief-based solutions to the puzzles posed by diagnostic, decision making, and learning processes in world politics. The major social and intellectual dimensions of operational code theory can be traced to Nathan Leites’s seminal research on the Bolshevik operational code, The Operational Code of the Politburo. In the last half of the twentieth century, applications of operational code analysis have emphasized different cognitive, emotional, and motivational mechanisms as intellectual dimensions in explaining foreign policy decisions. The literature on operational code theory may be divided into four general waves of research: idiographic-interpretive studies, nomothetic-typological studies, quantitative-statistical studies, and formal modeling studies. The present trajectory of studies on operational code points to a number of important trends that straddle political psychology and game theory. For example, the psychological processes of mirroring, steering, and learning associated with operational code analysis have the potential to enrich our understanding of game-theoretic models of strategic interaction.
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23

Cognitive Media Theory. Routledge, 2014.

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24

Domain Conditions in Social Choice Theory. Cambridge University Press, 2001.

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25

Gaertner, Wulf. Domain Conditions in Social Choice Theory. Cambridge University Press, 2006.

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26

Gaertner, Wulf. Domain Conditions in Social Choice Theory. Cambridge University Press, 2009.

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27

Gaertner, Wulf. Domain Conditions in Social Choice Theory. Cambridge University Press, 2001.

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28

Gaertner, Wulf. Domain Conditions in Social Choice Theory. Cambridge University Press, 2005.

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29

Ottati, Victor, and Chase Wilson. Open-Minded Cognition and Political Thought. Oxford University Press, 2018. http://dx.doi.org/10.1093/acrefore/9780190228637.013.143.

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Dogmatic or closed-minded cognition is directionally biased; a tendency to select, interpret, and elaborate upon information in a manner that reinforces the individual’s prior opinion or expectation. Open-minded cognition is directionally unbiased; a tendency to process information in a manner that is not biased in the direction of the individual’s prior opinion or expectation. It is marked by a tendency to consider a variety of intellectual perspectives, values, attitudes, opinions, or beliefs—even those that contradict the individual’s prior opinion. Open-Minded Cognition is assessed using measures that specifically focus on the degree to which individuals process information in a directionally biased manner. Open-Minded Cognition can function as an individual difference characteristic that predicts a variety of social attitudes and political opinions. These include attitudes toward marginalized social groups (e.g., racial and ethnic minorities), support for democratic values, political ideology, and partisan identification. Open-Minded Cognition also possesses a malleable component that varies across domains and specific situations. For example, Open-Minded Cognition is higher in the political domain than religious domain. In addition, Open-Minded Cognition is prevalent in situations where individuals encounter plausible arguments that are compatible with conventional values, but is less evident when individuals encounter arguments that are extremely implausible or that contradict conventional values. Within a situation, Open-Minded Cognition also varies across social roles involving expertise. Because political novices possess limited political knowledge, social norms dictate that they should listen and learn in an open-minded fashion. In contrast, because political experts possess extensive knowledge, social norms dictate that they are entitled to adopt a more dogmatic cognitive orientation when listening to a political communication.
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30

Wieseke, Ann W. A TEST OF BANDURA'S SOCIAL COGNITIVE THEORY: PREDICTING EXERCISE BEHAVIOR (SOCIAL COGNITIVE THEORY). 1993.

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31

Gane, Mike. Foucault's New Domain. Routledge, 1993.

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32

Suls, Jerry, Rebecca L. Collins, and Ladd Wheeler, eds. Social Comparison, Judgment, and Behavior. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190629113.001.0001.

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This edited volume presents both classic and contemporary conceptual, empirical, and applied perspectives on the role of comparisons with other people—a core aspect of social life—that have implications for the self-concept, opinions, subjective and physical well-being, conformity, decision-making, group behavior, education, and social movements. The volume is comprised of original chapters, authored by noted experts, divided into three sections: basic comparison processes, neighboring fields, and applications. The first section is comprised of chapters that update classic theories and present advances, such as the dominating effect of local versus global comparisons, an analysis of the psychology of competition, how comparisons across different domains influence self-concept and achievement, and the integral connections between stereotyping and comparison. The second section introduces perspectives from neighboring fields that shed new light on social comparison. These chapters range from judgment and decision science, cognitive psychology, social network theory, and animal social behavior. The third section presents chapters that describe applications of comparison, including relative deprivation; health psychology; the effects of income inequality on well-being; the relationships among social hierarchies, power, and comparison; and the interconnections of psychological processes such as comparison and differential construal that favor the status quo and can discourage social action in the face of injustice and inequity.
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33

Keller, Josh, and Erica Wen Chen. A Road Map of the Paradoxical Mind. Edited by Wendy K. Smith, Marianne W. Lewis, Paula Jarzabkowski, and Ann Langley. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780198754428.013.7.

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Although cognition has been a central tenet in organizational paradox theory, an understanding of how cognition might influence individuals’ experience with paradoxes has been underexplored. By incorporating insights from cognitive sciences and organizational paradox research, this chapter develops an initial road map to discuss how the mind shapes the experience with paradoxes. It first explores the question of why an individual experiences a paradox by discussing the role of categories—specifically antonymic categories and categorization processes and then explores the question of how individuals experience a paradox by discussing the role of perception, affect, and reasoning. The chapter discusses domain-specific knowledge and metacognitive knowledge to address how an individual can learn to manage paradoxes. Finally, how social conventions influence the experience with paradoxes and how cultural metacognition may be able to alter these effects is discussed. By constructing this initial road map, this chapter contributes to research on organizations and cognition.
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34

Brains/Practices/Relativism: Social Theory after Cognitive Science. University Of Chicago Press, 2002.

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35

Brains/Practices/Relativism: Social Theory after Cognitive Science. University Of Chicago Press, 2002.

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36

Adler, Emanuel. World Ordering: A Social Theory of Cognitive Evolution. Cambridge University Press, 2019.

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37

Adler, Emanuel. World Ordering: A Social Theory of Cognitive Evolution. Cambridge University Press, 2019.

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38

Social And Cognitive Pharmacy Theory And Case Studies. Pharmaceutical Press, 2012.

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39

Adler, Emanuel. World Ordering: A Social Theory of Cognitive Evolution. Cambridge University Press, 2019.

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40

Bandura, Albert. Social Foundations of Thought and Action: A Social Cognitive Theory. Prentice Hall, 1985.

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41

Bandura, Albert. Social Foundations of Thought and Action: A Social Cognitive Theory. Prentice Hall, 1985.

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42

Potter, W. James. Theory of Media Literacy: A Cognitive Approach. SAGE Publications, Incorporated, 2012.

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43

Cervone, Daniel, and Albert Bandura. Social Cognitive Theory: An Agentic Perspective on Human Nature. Wiley & Sons, Incorporated, John, 2023.

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44

Cervone, Daniel, and Albert Bandura. Social Cognitive Theory: An Agentic Perspective on Human Nature. Wiley & Sons, Incorporated, John, 2023.

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45

Cervone, Daniel, and Albert Bandura. Social Cognitive Theory: An Agentic Perspective on Human Nature. Wiley & Sons, Incorporated, John, 2023.

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46

van der Schyff, Dylan, Andrea Schiavio, and David J. Elliott. Musical Bodies, Musical Minds. The MIT Press, 2022. http://dx.doi.org/10.7551/mitpress/12117.001.0001.

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An enactive account of musicality that proposes new ways of thinking about musical experience, musical development in infancy, music and evolution, and more.Musical Bodies, Musical Minds offers an innovative account of human musicality that draws on recent developments in embodied cognitive science. The authors explore musical cognition as a form of sense-making that unfolds across the embodied, environmentally embedded, and sociomaterially extended dimensions that compose the enactment of human worlds of meaning. This perspective enables new ways of understanding musical experience, the development of musicality in infancy and childhood, music's emergence in human evolution, and the nature of musical emotions, empathy, and creativity. Developing their account, the authors link a diverse array of ideas from fields including neuroscience, theoretical biology, psychology, developmental studies, social cognition, and education. Drawing on these insights, they show how dynamic processes of adaptive body-brain-environment interactivity drive musical cognition across a range of contexts, extending it beyond the personal (inner) domain of musical agents and out into the material and social worlds they inhabit and influence. An enactive approach to musicality, they argue, can reveal important aspects of human being and knowing that are often lost or obscured in the modern technologically driven world.
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47

1931-, Mills Judson, and Harmon-Jones Eddie, eds. Cognitive dissonance: Progress on a pivotal theory in social psychology. Washington, DC: American Psychological Association, 1999.

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48

Stevenson, Jill. Performance, Cognitive Theory, and Devotional Culture. Palgrave Macmillan, 2010.

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49

Goldman, Alvin I. Liaisons: Philosophy Meets the Cognitive and Social Sciences. The MIT Press, 1991.

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50

Emergence in Complex Cognitive, Social and Biological Systems. Springer, 2002.

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